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One conception is that for reasons of social justice and equal opportunity for social mobility, the same learning outcomes are expected for students who differ along many dimensions, such as race, culture, gender, ethnicity, language, socioeconomic status, and ableness (Kohl, 1996).
I had also learned that there is a perverse illogic to the norms and practices of ableness that govern our work environments in which privileges associated with being able-bodied, such as being assumed to be a productive worker who "belongs" in the workplace, are lived as taken-forgranted entitlements of "normality" and discriminatory acts toward those unable to approximate able norms are re-represented as fair, impartial and appropriate treatment.
On the other hand, the depiction of the male as weak, frail and suffering--in itself contrary to the idealized image of the medieval male as strong and sovereign in body and mind--appears amplified where the man's vulnerability and weakness are contrasted with the strength and ableness of the female healer.
By this I suggest that gender oppression is often viewed as a non-issue in society by many men and women whose consciousness have been shaped by Western individualism; that oppression of women is somehow no longer a cause for worry, and in fact, is less apt to occur than other oppressions related to race, class, or ableness.
This includes but is not limited to one's racial/ethnic/cultural background, gender, socioeconomic class standing, age, sexual orientation, and physical/mental ableness, to name a few.
But then this is Jack and his most marketable commodity as he has got older is his Jackness - the devilish twinkle in the eye that can either morph into full on villainy or an objection ableness that is, eventually, endearing.
This will ensure fiduciaries have the information needed to assess both the reason ableness of the fees and potential conflicts of interest," he said.
They would examine the underlying assumptions about social class, race, ethnicity, gender, sexuality, ableness, age, urban/rural lives, and other ways of being.
By placing privilege within the context of oppression, the authors offer an expanded view of the domains of privilege that include sexual orientation, socioeconomic status, age, differing degrees of ableness, and religious affiliation.
Students' levels of ableness must also be considered, and modification of the activities may be required.
Clearly in this, as in so many other cases, there is a lot of work to be done in unsettling the smug arrogance, privilege and indifference of ableness in academia.
Furthermore this approach promotes good care, and we hope that it applies to all persons, regardless of race, gender, class, age, or ableness.